Course Description:
History and analysis of foundational ideas and schools of thought about curriculum and how they shape modern practices in curriculum development, implementation, evaluation, and change in the United States.
Instructor of Record: Dr. David Byrd
Extended Course Description:
A major goal of this course is help prepare educators with the foundation needed to create high performance learning environments in which district leaders, school leaders, and teacher leaders enable students to meet or exceed high academic standards. Using the concepts of integrated curriculum, instruction, and assessment as the framework school leaders are prepared to create and sustain learning communities that socialize intelligence, promote academic rigor, and increase clear expectations for students and their learning.
Guided Inquiries: • What is a curriculum? • What is the role of curriculum development and implementation in school improvement?
Course Objectives:
To ensure the development of strategies for leading and supporting the implementation of curriculum at the school (elementary or secondary) and district level.
To establish professional development systems that will ensure the achievement of rigorous academic standards by all students through high-quality teaching and assessment.
To foster the purposeful selection of pedagogical strategies during student and adult learning.
To cultivate the socialization of intelligence and cognitive apprenticeship in classrooms.
To ensure practitioners recognize, understand, and embed research based practice in their learning environments.
To select purposefully and use rigorous tasks with rich content and high thinking demand
To foster the development of academic rigor in the school and classroom.
To ensure the system-wide support, implementation, and alignment of school reform efforts.
Expected Course Outcomes: 1. practice curricula leadership and begin to infuse the work in the school and district. 2. practice curriculum leadership and be able to recognize academic rigor, and clear expectations, in their schools (elementary or secondary) as evidence by their teaching and learning artifacts. 3. select purposefully and use rigorous tasks with rich content and high thinking demand as evidenced by their teaching and learning artifacts. 5. build skills to assist classroom teachers, lead teachers, and instructional coaches in developing content knowledge within the core academic discipline(s) as evidenced by their teaching and learning artifacts. 6. foster improved curriculum implementation as evidenced by their teaching and learning artifacts.
Required Texts:
Readings outlined below
Assignments (Assignment I, one journal per week, assignments II and III due on August 15th. I. Reflective Journal - minimum of 10 entries demonstrating reflection on course readings, curricular alignment assignment, and foreign language teaching. 30%
II. Curricular Alignment – Participants will use the content standards, scope and sequence documents to develop a curricula outline for a course or grade or subject area that aligns a sequence of instructional units with the expectations for the course/grade. 50%
III.School / Classroom Assessments – participants will develop a valid and reliable school-wide or multi-classroom assessment (elementary of secondary as appropriate to certification) for use in a local assessment system. 20%
Oliva, P. Developing the Curriculum, (2009) ch 9, Organizing and Implementing the Curriculum: The Elemenatry School, the Middle School, the Senior High School, Technology in Education Where We’ve Been: The Curriculum Past
Oliva, P. Developing the Curriculum, (2009) ch 9, Organizing and Implementing the Curriculum: The Elemenatry School, the Middle School, the Senior High School, Technology in Education Where We’ve Been: The Curriculum Present (PDF above in week 4)
Freire, P. Pedagogy of the Oppressed, Curriculum Studies Reader
7
Program Coherence
Noddings, N. The Aims of Education, Curriculum Studies Reader
Newmann, F., Smith, B., Allensworth, E., & Bryk. (2001) Instructional program coherence: What it is and why it should guide school improvement policy. Educational Evaluation and Policy Analysis, 23(4), 297-321.
Guthrie, J. & Schuermann, P. Successful School Leadership: Programs, Ch 9, Instructional “Programs” K-12
National Efforts to Bring Reform to Scale in High-Poverty Schools- Outcomes and Implications. Geoffrey Borma
EDC 502: Foundations of Curriculum
(3 credits)
Online at by email invitation: https://uriteacherknowledge.wikispaces.com/
Course Description:
History and analysis of foundational ideas and schools of thought about curriculum and how they shape modern practices in curriculum development, implementation, evaluation, and change in the United States.
Instructor of Record: Dr. David Byrd
Extended Course Description:
A major goal of this course is help prepare educators with the foundation needed to create high performance learning environments in which district leaders, school leaders, and teacher leaders enable students to meet or exceed high academic standards. Using the concepts of integrated curriculum, instruction, and assessment as the framework school leaders are prepared to create and sustain learning communities that socialize intelligence, promote academic rigor, and increase clear expectations for students and their learning.
Guided Inquiries:
• What is a curriculum?
• What is the role of curriculum development and implementation in school improvement?
Course Objectives:
To ensure the development of strategies for leading and supporting the implementation of curriculum at the school (elementary or secondary) and district level.
To establish professional development systems that will ensure the achievement of rigorous academic standards by all students through high-quality teaching and assessment.
To foster the purposeful selection of pedagogical strategies during student and adult learning.
To cultivate the socialization of intelligence and cognitive apprenticeship in classrooms.
To ensure practitioners recognize, understand, and embed research based practice in their learning environments.
To select purposefully and use rigorous tasks with rich content and high thinking demand
To foster the development of academic rigor in the school and classroom.
To ensure the system-wide support, implementation, and alignment of school reform efforts.
Expected Course Outcomes:
1. practice curricula leadership and begin to infuse the work in the school and district.
2. practice curriculum leadership and be able to recognize academic rigor, and clear expectations, in their schools (elementary or secondary) as evidence by their teaching and learning artifacts.
3. select purposefully and use rigorous tasks with rich content and high thinking demand as evidenced by their teaching and learning artifacts.
5. build skills to assist classroom teachers, lead teachers, and instructional coaches in developing content knowledge within the core academic discipline(s) as evidenced by their teaching and learning artifacts.
6. foster improved curriculum implementation as evidenced by their teaching and learning artifacts.
Required Texts:
Assignments (Assignment I, one journal per week, assignments II and III due on August 15th.
I. Reflective Journal - minimum of 10 entries demonstrating reflection on course readings, curricular alignment assignment, and foreign language teaching. 30%
II. Curricular Alignment – Participants will use the content standards, scope and sequence documents to develop a curricula outline for a course or grade or subject area that aligns a sequence of instructional units with the expectations for the course/grade. 50%
III.School / Classroom Assessments – participants will develop a valid and reliable school-wide or multi-classroom assessment (elementary of secondary as appropriate to certification) for use in a local assessment system. 20%
Total: 100 %
Rubric for Curricular review assignment
Draft Reading changes will take place online based on candidate interest and need.
Sizing up State Standards K-12
Counts, G. Dare the School build a new Social Order?, Curriculum Studies Reader
Focus on Formative Feedback. Valerie J. Shute.
Effective Programs in Elementary Mathematics - A Best-Evidence Synthesis. Robert E. Slavin and Cynthia Lake
Oliva, P. Developing the Curriculum, (2009) ch 9, Organizing and Implementing the Curriculum: The Elemenatry School, the Middle School, the Senior High School, Technology in Education Where We’ve Been: The Curriculum Past
Lessons from the Classroom About Fed and State Standards RI and IL CEP
Oliva, P. Developing the Curriculum, (2009) ch 9, Organizing and Implementing the Curriculum: The Elemenatry School, the Middle School, the Senior High School, Technology in Education Where We’ve Been: The Curriculum Present (PDF above in week 4)
Common Standards
Newmann, F., Smith, B., Allensworth, E., & Bryk. (2001) Instructional program coherence: What it is and why it should guide school improvement policy. Educational Evaluation and Policy Analysis, 23(4), 297-321.
National Efforts to Bring Reform to Scale in High-Poverty Schools- Outcomes and Implications. Geoffrey Borma
Additional Resources
· Rhode Island Curriculum Web (GLEs/GSEs)
http://www.ride.ri.gov/instruction/curriculum/)
· Massachusetts Curriculum Frameworks: http://www.doe.mass.edu/frameworks/current.html
· Virginia Sample Standards Foreign Language
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